Safe Scissors for EYFS and KS1 Children: A Practical Buying Guide

Why are scissor skills important in EYFS and KS1?

Learning to use Scissors supports far more than art and craft.

Opening and closing the blades strengthens the small muscles in the hands, while following a line develops hand-eye coordination, bilateral coordination and visual attention.

These abilities contribute to wider classroom tasks, including holding pencils, forming letters, fastening clothing and using everyday tools.

Cutting also gives children immediate feedback: they can see how changing the position of their hands affects the result.

Within a well-planned environment, scissors can support children to explore shape, texture, pattern and design while developing the confidence to use tools independently.

What does current guidance say about children using scissors?

The EYFS statutory framework explains that fine motor experiences should develop progressively throughout early childhood.

Its Early Learning Goal for Fine Motor Skills includes using a range of small tools, including scissors, while the Creating with Materials goal expects children to use and explore tools and techniques safely.

At Key Stage 1, the National Curriculum for art and design requires pupils to use materials creatively to design and make products.

The design and technology programme of study also expects children to select and use tools for practical processes such as cutting, shaping, joining and finishing.

CLEAPSS Primary guidance P032 provides information about different types of scissors and their suitability for children.

Importantly, choosing rounded scissors does not remove every risk. Practitioners still need to consider the activity, materials, individual children and level of supervision required.

What should schools look for when buying children’s scissors?

The right choice depends on the children, the material being cut and the intended learning outcome.

Blade size and shape

For most EYFS children, short blades offer greater control than longer blades.

Rounded tips can reduce the likelihood of a puncture injury, although the cutting edges must still be treated carefully.

Scissors should cut paper effectively. Very blunt scissors may appear safer, but they can cause children to squeeze too hard, tear materials or adopt an awkward grip.

Handle size and comfort

Handles should fit children’s hands without forcing their fingers into a strained position.

Lightweight scissors are usually easier for younger children to control during longer creative activities.

Look for smooth, well-finished handles without sharp edges. Children should be able to open and close the scissors without excessive effort.

Right-handed and left-handed options

Left-handed children benefit from correctly designed left-handed scissors. These reverse the blades as well as the handles, helping the child see the cutting line and apply pressure in the correct direction.

Simply turning right-handed scissors upside down does not provide the same support.

Settings should make left-handed scissors readily available without requiring children to ask for special equipment.

Easy-grip and spring-assisted scissors

Some children may find conventional finger-loop scissors difficult to operate.

easy-grip scissors or spring-assisted scissors can reduce the strength and coordination needed to reopen the blades.

These may support younger children and pupils with physical or motor differences.

However, they should be selected in response to the child’s needs rather than automatically replacing opportunities to develop a conventional grip.

Materials and intended use

Paper scissors may not cut Card, fabric, foam or other craft materials effectively.

Practitioners should choose scissors designed for the material and check manufacturer guidance before use.

A thoughtfully organised setup can include a small range of clearly labelled scissors rather than expecting one type to work for every task.

Which scissors are most suitable at each stage?

Age labels can be helpful, but they should not replace professional judgement.

Children of the same age may have very different levels of strength, coordination and experience.

How can children be taught to use scissors safely?

Safe practice should be taught explicitly, modelled consistently and revisited when new tools or materials are introduced.

Practitioners can teach children to:

• Sit securely and keep the material on the table where appropriate.
• Hold scissors with the blades pointing away from the body.
• Keep the supporting hand away from the cutting line.
• Walk when carrying scissors and hold them closed with the handles offered towards another person.
• Use scissors only for the agreed material and activity.
• Return scissors to their designated storage place after use.
• Tell an adult if scissors are damaged, loose or difficult to operate.

Introduce these expectations calmly. The aim is to build competent tool users, rather than making children anxious about practical activities.

What does good scissor progression look like in practice?

Many children benefit from beginning with activities that isolate the opening-and-closing action.

They might snip modelling dough, drinking straws or narrow strips of paper before cutting across wider pieces.

A simple progression could include:

• Snipping around the edge of paper.
• Cutting across narrow strips.
• Following thick straight lines.
• Cutting gentle curves.
• Cutting around simple shapes.
• Using cutting skills independently within a creative project.

Meaningful activities are usually more engaging than repeated worksheets. Children might cut paper for a Collage, prepare pretend food for a role-play café or create shapes for a class display.

How can scissor activities be made inclusive?

Inclusive provision begins with observing what is making the task difficult.

A child may need support with hand strength, coordinating both hands, maintaining posture, seeing the cutting line or understanding the sequence of actions.

Helpful adjustments may include:

• Using thicker or higher-contrast cutting lines.
• Offering shorter cutting tasks with regular breaks.
• Stabilising paper with reusable adhesive or a non-slip surface.
• Providing pre-cut strips that are easier to hold.
• Trying spring-assisted, loop or easy-grip scissors.
• Positioning the activity so the child can clearly see a practitioner’s demonstration.
• Consulting the SENCO or an occupational therapist where appropriate.

The goal is meaningful participation. Adaptive scissors should give children greater access to creative learning, not separate them unnecessarily from their peers.

What common mistakes should practitioners avoid?

One common mistake is buying scissors that are so blunt they crush or tear the paper.

This can make children believe they are unable to cut when the tool is actually the problem.

Other mistakes include:

• Providing only right-handed scissors.
• Choosing scissors based entirely on age labels.
• Introducing detailed cutting lines before children can snip confidently.
• Leaving damaged or loose scissors in circulation.
• Expecting one pair of scissors to cut every material.
• Focusing on the finished product rather than the developing skill.
• Giving instructions once without modelling and reinforcing them.

Settings should also avoid removing scissors from continuous provision simply because they require supervision.

With appropriate organisation and clear expectations, children can learn to use real tools responsibly.

How does Hope Education support this area of learning?

Hope Education understands that classroom scissors must balance safety, accessibility and successful cutting.

Practitioners need dependable resources for different hand preferences, developmental stages and materials, alongside practical guidance that supports confident teaching.

By considering how scissors will be used across art, design, mark-making and everyday provision, schools can create purposeful opportunities for children to strengthen coordination, express ideas and become increasingly independent tool users.